An Action Research On The Jigsaw Method In English Reading Teaching In Senior High School

English reading is an essential part of English learning in senior high school.Although most teachers know the importance of developing students’ independent English reading skills,the current teaching methods do not do an excellent job of stimulating students’ reading initiative.New English Curriculum Standards for Senior High School（2017）require cooperative learning ability as a critical indicator to examine students’ learning ability.In this educational policy context,as a teaching method in cooperative learning,the jigsaw method plays a vital role in developing students’ sense of cooperation and independent reading ability in the learning process.At the same time,a cooperative learning atmosphere can also enhance students’ selfefficacy in English reading.Therefore,this study uses constructivist theory and cooperative learning theory as the theoretical framework to conduct the action research on teaching reading by the jigsaw method in senior high school.It focuses on the following questions: 1)What effects does the Jigsaw method have on students’ selfefficacy in English reading? 2)What is the impact of the jigsaw method on students ’English reading scores? What are the differences between students at different levels? 3)How to effectively adapt the action research program for the jigsaw method based on student and teacher’ s feedback?In this study,52 students from senior grade one of a senior high school in Maoming were selected as the participants.And two rounds of action research were conducted,each with 20 reading classes,for 22 weeks.The first round of action research lasted 11 weeks.In the first round of action research,a questionnaire was used to know about the current state of students’ reading self-efficacy.Then the constructivist theory and cooperative learning theory were used as a guide to design a jigsaw method reading plan in conjunction with the textbook theme.The information collected from the student and teacher interviews was combined to revise the first round of the study protocol and implemented in the second round of action research.The second round of action research lasted 11 weeks,with the first 10 weeks devoted to reading instruction and the last week devoted to collecting and analyzing students’ reading test scores,interviews,and questionnaires.The research results showed that 1)The jigsaw method could effectively improve students’ self-efficacy in English reading.2)The jigsaw method was effective in improving students’ English reading scores.There was a significant increase in the number of students in high groupings and a substantial decrease in low groups.3)To ensure the efficient implementation of the jigsaw method,teachers should set aside time for students to preview the text before class,use a reverse-order bonus rule in class,and add multidimensional test questions to the whole-class testing session.In summary,this action research confirms that using the jigsaw method in the English reading classroom helps improve students’ English reading scores and selfefficacy,and provides some reference for teaching English reading in senior high school.